<ul><li>The Chacao project </li></ul><ul><li>Stages of the British Council-Chacao Municipality project </li></ul><ul><li>Results </li></ul><ul><li>Reference </li></ul><ul><li>Blog samples </li></ul>
<ul><li>Unidad Educativa Andrés Bello </li></ul><ul><li>(1 teacher/6th graders) </li></ul><ul><li>Unidad Educativa Juan de Dios Guanche </li></ul><ul><li>(1 teacher/7th graders) </li></ul><ul><li>Informatics coordinator from Escuelas de la Alcaldía de Chacao </li></ul><ul><li>ICT teacher trainer </li></ul>
Stage <ul><li>Planning Workshop </li></ul><ul><li>Giving the workshop </li></ul><ul><li>Giving mini-class </li></ul><ul><li>Feed back / planning stage 2 </li></ul>What for? Activities Place 1 2 <ul><li>Giving support (F2F and online) </li></ul><ul><li>Designing WBL (F2F and online) </li></ul><ul><li>Supervising </li></ul><ul><li>Using WBL in the lab </li></ul>Teacher trainer Teachers Unidad Educativa Andrés Bello y Juan de Dios Guanche Workshop British Coucil Application of learnt skills in schools
<ul><li>ICT and CALL </li></ul><ul><li>ICT in the language classroom </li></ul><ul><li>Web-based lesson (demonstration) </li></ul><ul><li>Web-based lesson (teachers’) </li></ul><ul><li>Authoring software </li></ul><ul><li>Blogs and podcasts </li></ul>Session 1 Session 2
<ul><li>Web-based lesson design </li></ul><ul><li>Pedagogical approach (Task-based approach) </li></ul><ul><li>Stages of task-based activities </li></ul><ul><li>Types of web-based lesson </li></ul>A Web-based lesson is simply a lesson that includes online resources like blogs, wikis, webquests, podcasts, authoring tools, websites, etc. It is student centered and task-based.
Lesson plan (Word document) External material (Word document)
Six types of tasks (Willis, 1996) Take part in a dressing-up competition / Write a poem / Talk or write about past customs/ Produce a class magazine / Perform interactions Talk about things you own, past routines/ preferences and find people with similar ones / What generally makes you annoyed? Give advice in response to a letter from an advice column / Guess what’s in a picture / Social studies of young offenders Listen to descriptions of people & identify which person is / Compare ways of doing things in different countries/ Spot the differences Organize days of the week / Rank items in order of importance / Complete a chart / think of 5 ways to classify clothes you wear List things found in a particular place / everyday things / things you can do / qualities needed for a particular job Sample tasks Memory challenge games / ordering and sorting tasks Words / Things / Qualities / People / Places / Job-related skills Brainstorming, fact-finding Completed list or draft mind map Listing Students select the funniest experience, tell the class and give reasons for their choice Anecdotes / Personal reminiscence / Attitudes, opinions, preferences / Personal reactions Narrating, describing, exploring & explaining attitudes, opinions, reactions Social Sharing personal experiences Learners keep a diary describing their progress on a project Students do a comparing, present, justify & discuss solutions for the class to vote on the best one8s) Students design parallel tasks based on data Spot the missing item/ reach consensus from rankings/ justify decisions / Odd one out Follow up Small group activities / Creative writing / Social or historical research / Media projects / real life rehearsals Short puzzles, logic problems, real life problems / incomplete stories / Poems / Case studies Matching to identify someone or something / Compare to find similarities or differences Jumbles lists / Set of instructions / Sorting according to specific criteria / Half completed charts/ Lists of items Starting points Brainstorming, fact-finding, ordering & sorting, comparing, problem solving Analyzing real or hypothetical situations, reasoning and making decisions Matching, finding similarities / differences Sequencing, ranking, categorizing, classifying Processes Projects Solution(s) to problem Matching or assembling/ identifying similarities or differences Information or data ordered & sorted according to specified criteria Outcome Creative tasks Problem solving Comparing Ordering & sorting Task Aspects
Pre-task Warming up ; activating background knowledge Task Post-task (Follow-up) Students do something to express themselves in response to an activity. Further practice to make sure students reached lesson objective(s) Ask students to match pictures from a menu with a list of words Go to site play a game (food groups) correct suggestions about food groups organize food using “a lot”, “some”, “little” ask which food from the group classmate eats a lot, some or little report Choose one food from the group in the game. Write about it. Send it to your teacher by e-mail. Stage Example Description
Identify topic from lesson or unit Find sites related to topic Plan/design pre-task, task and follow up activities Lesson plan & external material Web-based lesson design Scan the text Search skills needed Task-based approach Print or store on the computer Miguel Mendoza, 2006. British Council, Venezuela Apply, evaluate and edit (if need be)
Printed/ Digital WBL Blog WBL Sheduling lab hours <ul><li>On-line & F2f support (technical / class design) </li></ul>Class observation <ul><li>Lab support </li></ul><ul><li>Feedback </li></ul>
Problems (week 1) Teacher’s solution Results URL mistakes (Mispellings) Chaos Time consuming Logistic strips of paper with URL’s Technical
A blog is a website that allows an author to publish instantly on the Internet from any Internet connection . <ul><li>Skills required: </li></ul><ul><li>Classroom uses: </li></ul>(Richardson, 2006) <ul><li>Definition: </li></ul>The ones you use for sending an e-mail A reflective, journal-type blog A class blog A shared blog
<ul><li>A class blog (website) </li></ul><ul><li>easy access (Inside and outside the lab) </li></ul><ul><li>Easy to edit lessons </li></ul><ul><li>Teacher trainer check and edit well in advanced </li></ul>
<ul><li>They got engaged </li></ul><ul><li>They became aware of things they were learning (metacognition) </li></ul><ul><li>They developed IT skills </li></ul><ul><li>They worked at their own pace </li></ul><ul><li>Children’s behavior changed </li></ul>
<ul><li>surprised with students' behavior (less disruptive) </li></ul><ul><li>developed IT skills </li></ul><ul><li>were in tune with the way their students are learning outside the classroom. </li></ul><ul><li>accepted and undertood the student-centered approach </li></ul>
Egbert, J. (2005). CALL essentials. TESOL. USA Chapelle, C. (2001). Computer applications in second language acquisition. Cambridge University Press Information and Communications technologies for language teachers (ICT4LT). Retrieved information January 10th, 2006. http://www.ict4lt.org/en/index.htm Richardson, W. (2006). Blogs, wikis podcasts and other powerful web tools for classrooms . Corwin Press Dudeney, G. (2005). The internet and the language classsroom. Cambridge University Press
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